Ms.

Elsie Gutierrez
Sorting Lesson - Preschool
Locomotor skills, sorting, Rhythm, Stretching
Ms. Elsie used buckets and picture cards for kids to pick up and match to the corresponding
bucket with the same picture. She used the “Cars” movie as a theme on the cards. The
children were able to identify the different characters and were thrilled to see something they
have seen before. Some students were distracted by the playground since they were outdoors
but Ms. Elsie was able to grab students attention with music. She also caught students doing
good and asked them to join her at the front of the class by demonstrating stretches. She also
had the help of two other paraprofessionals who were able to keep the attention of students who
were known to get distracted. At the end of her lesson she had a kid-friendly song that helped
guide the stretches for students to perform.

Ms. Elsie Gutierrez

Ball skills underhand throwing - one on one
Ms. Elsie went for her student and they practiced underhand throwing. First, with a ball and a
stack of cups and then she had a ring toss. The student was excited from beginning to end. No
paraprofessionals were needed and Ms. Elsie used her cheery personality to engage her
students. She also adjusted the distance for her student and then changed object manipulation
from ball to rings. After her one on one, Ms. Elsie took myself and another fellow classmate to
see her office and storage where she keeps all her equipment.

Mrs. Alice
Bowling Lesson - Preschool
Underhand Throwing
Mrs. Alice had a group of first graders and had two lines of poly spots and students facing her.
She had prepared 3 bowling lanes and set bowling pins for students to knock over using a large
softball. Many of the first graders had a lot of success using the assigned ball at a relatively
short distance of about 5 yards away. One paraprofessional was there to help Mrs. Alice. She
supervised one lane while Mrs. Alice roamed giving positive feedback or managing behaviors
when students got off task. It appeared she was looking for specific points of the students’
underhand throwing because she was asking for

Mrs. Alice
One on one - Greenville Elem.
Mrs. Alice introduced me to a young boy with autism. He was a lively boy who was participating
in a game with the general education class. The students were divided into 5 different lines all
starting from the same line and were to dribble, run, pass a basketball to and from a set location
marked with a cone. After a few rounds their lines were to go to the nearest basketball rim and
shoot through the hoop. The particular boy who was in the class had a paraprofessional with
him who assisted him with instruction. Physically the boy was able to perform all the skills and
was eager to participate.
Mrs. Rudeene Haar
IEP meeting High school student on consult
At this IEP meeting I was able to observe how collaborating with a general physical education
teacher contributed to a student with ape services on a consult basis. The ape teacher, Mrs.
Haar was able to provide details and visuals of what her student was working on. She also
added what a typical day was like for her student in a general physical education class. An
interpreter was used to communicate between instructors and the parent which made it
extremely meaningful to have the visuals prepared. Mrs. Haar explained to me that being a
Spanish speaker will help me communicate better with families of students with disabilities.
That if it is possible to meet with them before the meeting it is highly suggested.

Mrs. Rudene Haar

High School
Mrs. Haar had her students go to the dance room for her ape minutes. There were yoga mats
already placed out and there were 2 cones at each end of the classroom. At the beginning she
had students sit on the mat and perform arm stretches. A memorable cue that she gave was
the “rainbow twist”. Students had to turn left and right as part of their warm-up. Her main
activity was having students sit in a circle and roll a ball to a friend. She had no theme and the
skills did not seem to apply to any sports or fitness. The lesson came off a bit dry but overall the
students were engaged and participating.

Mrs. Rudene Haar

IEP meeting High School student with APE services
Mrs. Haar was first to lead at this meeting. She politely asked if she could go first before all
other services since she had an adapted physical education class following after the
conference. In her portion of the IEP, she provided visuals to help the student’s parents see
how they had performed in the assessment she had given. The parent was satisfied with the
notebook binder and data she had collected up to that day.

Mrs. Amber
Preschool
Mrs. Amber’s preschool only had two students attend her class as her other students were
absent for the day. But both students were able to get some fun activities such as sliding,
fitness with a parachute, overhand throwing, and some running around a set of cones. Ms.
Amber was able to dialogue and converse with both students a lot more than usual so she gave
them an even amount of individual attention. During the warm-up exercises she had the
students follow along with a song that had instructions on how to move. They had some
skipping, moving fast and slow, and even had some stretches included too. The music helped
break the silence in the room and also motivated students. I realized that the music she used in
her lessons was serving more than just tunes for students to hear but had other uses too. She
was able to manage time, motivate students, and include movement with her music. This class
did not have any paraprofessionals but she probably did not need them.
Mrs. Amber
Intermediate- Mendez
At our first meeting Ms. Amber had students line up in a half circle marked with a polyspot. All
of her students were eager to see what she had planned. She passed out pumpkins for the
students to hold and began doing exercises while holding the pumpkins. After the warm-up,
students were to focus on a big screen she had available and presented a “this or that” slide
presentation for her students. Her lesson was on underhand throwing to another classmate and
was themed with a spooky theme for Halloween. Students practiced social skills and teamwork.
Some of her paraprofessionals were not involved in her lesson but one particular adult was
supervising a student who seemed to have more needs than others. Ms. Amber’s presence
around the room was felt around the room and engaged with all her students individually as they
walked into class and throughout her lesson.

Mrs. Amber
Intermediate -Mendez
In this lesson students warmed up with some Christmas music. She introduced a few dance
moves for the students but were free to dance to their own rhythm. As her lesson progressed
she introduced a few other activities that seemed to go well with all her students. She pulled out
a small parachute with small white fleece balls. Everyone was into the parachute. The cues
she used guided her students on what they were to do. She asked them to move fast and slow,
lowering the parachute from high to low, and included some music to time her activity.
Following after she had the students practice overhand throwing simulating a snowball fight with
her white fleece balls. All her students were moving around the room picking up balls and
throwing them quickly to other students on the opposite side of the classroom. All her
transitions from one activity to the other did not take very long and were smooth. As for her
paraprofessionals, 2 out of the 3 were not participating. The aides were on the sidelines
attending other students who were walking in and encouraging them to join the class.

Mrs. Amber
One on one
Her one on one student was a small delicate girl who was learning how to walk and sit down.
Ms. Amber had set up a path using poly spots for her student to step and walk with proper
balance. Her second activity was to get different objects, a scarf, a toy, a fleece ball, and a
larger sized ball of about 3 inches, and get them inside a bucket that she had placed a few
steps away from where the student was sitting. The objective was to get the student to throw or
drop the items in the bucket. The student was having success getting the items in the bucket so
Ms. Amber changed the instructions to throwing the items. For the most part she was
successful with the smaller items but not the 3 inch ball. Although this student had a
paraprofessional at her disposal she was able to teach her lesson without her. She did however
join in the activity and provided information about her student with what she had practiced with
her in the previous days.
Mrs. Amber
Elementary
In this class, Ms. Amber practiced some locomotors with her students. She had one
paraprofessional who was assisting a student in a wheelchair. Her classroom was neatly set
up with equipment for her students to use. One particular piece of equipment was a tricycle that
the student in the wheelchair had used before. She also had some tape on the carpet but was
really velcro in 3 different pathways. Her students practiced how to skip, walk slowly, and
hopping. Her main activity was how to teamwork with other students using the pathways on the
floor and picking up items to create a snowman. One particular student was requesting to listen
to a specific song and directed him to his behavior chart. He had to achieve 3 stars before
getting his reward.

Mrs. Amber
Intermediate
After the spooky theme lesson with her intermediate class from Mendez. I observed a student
who was not compliant with the assessment she was administering. It was her third attempt to
observe the student. She was using the AMSAT and had used her paraprofessional to help her
in the assessment process. Ms. Amber had asked her to stand at the end line when asking him
to run a short distance but the student would wander away. She had tried various methods such
as demonstrating for the student and having the paraprofessional demonstrate. At one point
she shortened the distance which he was able to perform and then moved the distance back at
the assessment's requirement. The student was able to perform just one skill in a short time
slot for the instructor.

Mrs. Amber
Intermediate
At this ape session, Mrs. Amber’s intermediate group practiced kicking a 5 inch foam ball. She
had warmed up the group using the walls of the gym for students to run to and return to the poly
spots. She made the short jog interesting by creating a story using “the floor is lava” and had to
reach the wall to be safe. After 2 rounds, students returned and asked a question with options.
She prepared two cones and designated two separate visuals with the stations with exercises
for students to perform. One cone was jumping like a frog and the other was hopping on one
foot. She asked them questions such as what is your favorite color? blue or yellow? (school
colors).

Mrs. Rudene Haar

High School
Mrs. Rudene warmed up students with dynamic stretches with her students and practiced the
PACER with students for cardio. She set poly spots at the beginning of class and would have a
set of cones to facilitate the transition time from warm-up to cardio. Her main activity was
having 3 groups or stations. The first group played a game of basketball while the second
group practiced passing the basketball with a partner. Her third group was her focus since she
was attempting to collect data with them. The skill they practiced was throwing a beach ball
with two hands. Her paraprofessionals assisted in supervising the other groups.

Mrs.Rudene Haar
High School
Mrs. Rudene used the general education room for her ape at this particular session since it was
wet from the rain. She had used one of the slide presentations prepared from Everybody
Moves channel. After the video warm-up, she had students play a game of bowling while she
worked one on one with her severely disabled student in a chair. She was looking for object
manipulation and striking a ball on a string using a pool noodle. The goal she had prepared was
to hit the 2 inch foam ball at least 5 times out of six. The student was successful in reaching
the goal but had difficulties holding the paddle she provided the student to hit the ball for more
than a minute.

Mrs. Rudene Haar

High School
At this ape class, Mrs. Haar, pushed in her ape class with the general p.e. class. The general
physical education students were in their first week of the badminton unit. Some of the gen. Ed.
students were partnered with the ape students and together they practiced how to hit the birdie.
After a few minutes of practice, all students participated in a game of badminton. In the mix
were students who joined and they played for about 15 minutes. The rest of the students who
were not able to join in on the game, Mrs. Haar, had them grouped in a circle and hit a light,
oversized, birdie with paddles. There was no theme except the sport of badminton and the
paraprofessionals were somewhat participating in the games.

Mrs. Rudene Haar

High school
Mrs. Haar had a kicking lesson for her adapted pe students out on the soccer field. For
warm-up, she had students run from a marked line on the field (goal line) for a distance of about
15 yards. After the running the students lined up on their poly spots to stretch. There was no
theme included but the actual soccer field and goal posts with nets included. Mrs. Haar had her
students kick the ball into the net with the help of two paraprofessionals supervising. Another
paraprofessional worked one on one with a student on how to trap the ball with their foot. In the
meantime, Mrs. Haar took some data from another student in a wheelchair with the assistance
of a paraprofessional. Some modifications she used was a lighter ball for students who
struggled kicking a fully inflated ball. She also had a larger ball as opposed to the size 5
playground ball.

Mrs. Rudene Haar

High School
I was working one on one with a student who did not like participating in Mrs. Haar’s ape class.
Mrs. Haar created an underhand throwing lesson using beanbags, soft foam balls, and tangibles
that students enjoy like gel bean bags. Most students were playing the game of cornhole but
the student I was with used a scooter board that helped him get from one place to another. He
was able to move from one cone to another fairly easily on his own using his arms and
sometimes feet when sitting upright. Mrs. Haar was impressed with the scooter and gave me a
short rope to pull the student when he got tired. Some of his classmates volunteered to pull
him around so we created a pathway or course for the students to pull my one on one. The new
activity had introduced a new way of socializing for the students and a new idea to include in
Mrs. Haar adapted physical education class.

Mrs. Rudene Haar

High School
Mrs. Haar had us meet her outdoors on the black top. She had set up a volleyball net that was
waist high. It really looked more like a tennis court net. The main activity consisted of playing
volleyball. She also provided a large volleyball light in weight that students would be able to hit.
At first students were experimenting with the oversized ball but Mrs. Haar was able to get the
students back on track and started the game. She observed striking for some of her students
and others she was watching if they were using proper technique with volleyball bumps.

Mrs. Rudene Haar

High School
On this class session, Mrs. Haar had the class warm up on the track. She had the students
walk for time and then stretched on the turf field. Her main activity was frisbee golf. She had
cones spread out on the field and students were to get their frisbee near the cone. She kept the
course fairly close and only had 4 cones for students to get through. For students who were not
able to throw the frisbee she provided a soft foam disc that helped keep it in flight. Many
students saw the results of their frisbee throwing and were pointing at one another in
amazement. Mrs. Haar was looking, in specific, for students’ foot placement. She was making
sure that they were pointing their shoulder to the target and their toes were facing away from
their intended target.

Mrs. Rudene Haar

High School
Mrs. Haar had a basketball unit planned for two weeks with students from the general physical
education class to join in her class. She had a reverse inclusion method in her ape unit of
basketball lessons but had spoken to the gen. P.e instructor beforehand to see what students
were most resourceful and willing. The students with disabilities responded well and love to
interact with the general physical education class. In the first session of basketball, students
were to bounce and pass a ball to a partner. As part of the warm-up, students participated in
dynamic stretches such as kneeling and bending, twisting and reaching, and even had some
short jogging.

Mrs. Rudene Haar

High school
On her second visit that same week, we did not have a reverse inclusion group join us since
they were participating in an assessment of their own. Mrs. Haar practiced the same warm-up
as the previous meeting where students walked, kneeled, bent, reached, and ran for cardio at a
short distance. For the second lesson in basketball, she had students dribble from one sideline
of the basketball court and she played a green light, yellow light, and red light game. After two
rounds she had the students make small groups (3 groups with 3 students) and each group had
at least one paraprofessional in charge. Some behaviors started to surface where students
were not successful and walked away from the activity. Mrs. Haar would approach each one
individually and speak with the student. In a short time she had the student attempting to
dribble a basketball. I am not sure what she did or said but the student was willing to try and
was back in the group shortly. For accomodations, she had some students sit down and use a
smaller ball to dribble.

Mrs. Rudene Haar

High School
The following week, the third lesson on basketball she had her reverse inclusion group of
students join. All the students participated in the warm-up routine and even had some of the
partners (student with disabilities and the student without) lead the class in their usual exercises
for warm-up. Her ape students were eager to get in front and lead but not so much the general
physical education class. In her main activity, she had a quick review of bounce passing and
dribbling. There was a short drill for both skills and then introduced shooting. There were no
modifications in this unit but would have loved to have seen a lower basket or a hanging hula
hoop from the basketball rim for students to see and feel successful. With the reverse inclusion
group it made the paraprofessional’s job a lot easier but were still observant of disruptive
behavior.

Mrs. Rudene Haar

High School
On the last day of her basketball unit, she had the students attempt all three skills inside the
gym. Her previous lessons all took place outdoors on the black top. Her ape students are not
shy and are curious when they have a new activity or different room to go to. So, even though
they were familiar with the gym, they were still excited to perform the practiced basketball drills
they had done the previous week or so. Mrs. Haar’s unit of basketball was in sync with the
sport in season and the general physical education class. However, I think it was too long of a
unit to practice basketball for two full weeks. It did make for an interesting week of basketball
and skills.

ASAPP

Brittany
ASAPP
Sorting, locomotor, stretching

Brittany’s lesson was themed with Super Mario and characters of the game. Many students
were attracted to her visuals alone. She had students warm up by running from one side to the
room and performing some locomotor movements like doing the mario jump across the room.
Students were warming up with specific movements but they were also running the same route
for her main activity. I was impressed with how little it took for students to transition since they
were already familiar with where to go. Students were to sort from a variety of visuals and bring
back to a designated basket. The cool down consisted of students stretching with a slow tempo
song.

Kendra
ASAPP
Matching, yoga stretches

Kendra’s lesson was truly an amazing lesson to watch. Students were to roll a dice and then
match the number on a board she prepared. When students picked the number they rolled
there was an exercise for students to perform. And, the board she prepared was an oversized
bingo that students were to get “bingo” on. Kids were playing multiple games in one activity
matching and bingo while staying active. A lot of students were engaged and participated in her
activity so the yoga at the end was a perfect match to end her lesson.

Jana Elias
ASAPP
Locomotor, Tag, Stretching

Jana used an animal theme in her lesson to create interest in her students. As part of her
warm-up, she included visuals of animals such as running like a cheetah and galloping like a
horse to encourage movement. The main activity consisted of a tag game where students
tagged were to freeze and keep their hands up to receive a high-five to be free to run again and
possibly unfreeze a classmate. The tagged students were given another animal to help them
remember to keep their hands up like a crab to be free again. To encourage good behavior, she
used music and changed taggers in the game. Students were eager to be a tagger so it kept
them motivated to stay on task and play the game. For students who displayed unwanted
behaviors she designated an area and participated in some deep breathing techniques.

Nicholas Rahe
ASAPP
Walking and Running with a game of Tag

In this lesson, Nick maintained a relaxed presence but an authoritative figure in front of the
classroom. His lesson was themed with the Star Wars Jedi warriors. In his warm-up he had
students march like a jedi with visuals he provided. Paraprofessionals were able to read the
task analysis and they extended the cues from his visuals to the students. As he was walking
around the class, it was easy to see that paraprofessionals were helping Nick with the feedback
he wanted to use. Using visuals with cues for paraprofessionals was very effective in his
classroom and seemed they were all in sync together. Besides having effective help from the
adults, students were happy to play a game of tag and stay on task. Nick also had a reminder
for students in proper behavior which kept the class in order.
Joyce Jang
ASAPP
Spatial awareness, ribbon wands, stretching

Joyce had a creative lesson using ribbon wands and a fishing theme. Students used the ribbon
wand as a fishing hook and sorted visual cards back to a designated area. For her warm-up
she had students use words like above, below, and around using the ribbon wands. What made
Joyce’s lesson unique, aside from her creative idea using the ribbon wands as a fishing line,
was her personality and enthusiasm captivated students’ attention. Her attitude carried her
lesson to another level with her cheerfulness.

Candelario Sierra
ASAPP
Spatial awareness and ribbon wands

Candelario used an obstacle course to present the difference between up, down, and around.
In his obstacle course he had a beam for the students to walk over, a visual pathway marked
with cones, and a large mat for students to choose left or right and walk around. He had visuals
at each station and what was interesting is he allowed students to walk right into his obstacle
course before introducing rules and expectations. After the obstacle course students were
allowed to explore the scarves before moving on to the next activity. At each station he had
placed visuals for instructions with modifications in case students did not want to go through the
station.

Katia Frias
ASAPP
Jumping, leaping, galloping

Katia’s lesson consisted of pool noodles for students to jump, leap, and hop over. The distance
for students to perform the activity was not too overwhelming for them and she used visuals of
tools. Her theme was to pick up the tools and place them back in one location (the student’s
starting point marked with a polyspot. Each student had a lane to perform her warm-up
exercises which helped students perform at their pace.

Jasmine Avalos
ASAPP
Jump, hopping and scooter boards

Jasmine used a Cars theme lesson to build on her main activity lesson with scooter boards. For
warm-up, she included the locomotors jumping and hopping for exercises. Students were to
jump or hop across the room and match a visual card with the Cars characters into the
appropriate bucket matching the visual they had picked up. She used task analysis cues to
remind students how to perform the exercises. Her theme motivated students to do the task
and paraprofessionals were able to supervise students as they moved across the room. Her
main activity was a tag game with scooter boards and pool noodles. There was not much
behavior from students since all were curious about the game with the scooter boards. But
using a reward chart would help students stay engaged in the fun activity she planned.

Nancy Cervantes
ASAPP
Jumping, cup stacking, deep breathing

Nancy’s lesson was full of excitement and activity for kids. Her warm up was about jumping,
hopping, and hopping. Her theme was on ninja warriors so kids were able to see visuals of the
different movements as well as modifications for all students to participate. Her main activity
was on cup stacking with visual diagrams for students to follow. First students were paired up
and had to relay back and forth for a short distance picking up one cup at a time to match the
diagram on their visual. Students had a lot of physical activity and included a cooperative
game encouraging teamwork. At the end of her lesson she used her ninja theme and had a
breathing session with the use of a meditating ninja to breathe in and a visual of a dragon to
breathe out.

Brianna Chavez
ASAPP
Skip, galloping, sliding, overhand throwing, spatial awareness

Brianna’s lesson included a farm and garden theme with vegetables. Students were skipping,
galloping, and sliding in an open area with hula hoops inside the area. Inside the hoops were
bean bags representing vegetables. Paraprofessionals were mixed in the area with the kids and
helped with students who needed feedback on their locomotors. The following activity was
students practicing their overhand throwing into a basket. Briannas final activity was on spatial
awareness. She accomplished this by having students hold a hula hoop around them and
walked in between cones with breathing techniques. Her farm theme was used throughout her
lesson.

Edsel Campana
ASAPP
Skip, gallop, slide, underhand throwing, spatial awareness

Edsel incorporated a Disney Cars theme in his lesson. He focused on underhand throwing and
spatial awareness and with the theme made the lesson exciting. A noticeable factor in his
lesson was how he identified students when they were on task as well as giving various types of
feedback. Edsel had paraprofessionals paired with his students and were following along with
the students.

Ms. Elsie Gutierrez

ASAPP
Skeleton building

Ms. Elsie Gutierrez had students pair up and perform a few warm up laps by going from one
end of the room to the other. Her main activity was building a skeleton with their partners. One
would retrieve a part of the skeleton while the other partner performed a physical activity. After
a few minutes of activity students were able to see what they had created with the parts of the
skeleton they collected. Ms. Elsie’s visuals of the exercises at each lane helped the students
understand what was expected, but most importantly, the paraprofessionals were able to
provide guidance and proper feedback to students.

Angel Medrano
ASAPP
Dance and spatial awareness

Angel’s lesson was a real hit with the students and paraprofessionals. He made a real dance
room out of his dance activity with his students. First, he started his warm up using scarves but
instead of handing each student their scarves, he gave them to the paraprofessionals to hold on
to. This way students would not be so distracted with them. Subtle moves such as those
helped his lesson move forward smoothly and kept paras on board with the lesson. As for the
main activity, music is a great way for students to engage but Angel went the extra mile to make
it unique and special for everyone in the room. Modifications were included on the big screen in
his slide presentation so students had a large visual to follow along with.

Jana Elias
ASAPP
Obstacle course

Jana’s lesson included a spooky theme that used every area in the room. In her obstacle
course she had the “Frankenstein walk” where students walked on a beam for balance or
walked over a marked tape on the floor. She also included a tunnel, a trampoline, and a walking
path for students to engage with. Her lesson was very creative and paraprofessionals knew
how and where to guide students since she had visuals at each station or section of her
obstacle course. For warm-up, she had a sorting activity where students were to find the color
that was combined with the visual card. To mention a few, she used a black cat and pumpkins.
The students were completely sold on the lesson and were thrilled to go through the obstacle
course.

Candelario Sierra
ASAPP
Drumfit & spatial awareness

Candelario’s lesson was on fitness and used pool noodles to make his lesson fun. He started
out with baskets but removed them shortly after his lesson. It was visible that students enjoyed
making the loud sound on the floor with their pool noodles. As part of his warm up he had
students meet and greet each other while moving in a general area. Many students were able
to visualize the difference between personal space and general space when speaking with
another classmate and then walking around while others are nearby. A theme was not fully
incorporated and noticed that having a theme or a story aligned with physical activity can boost
a lesson's appealing factor for students.

Jasmine Avalos
ASAPP
Sorting & perceptual motor

Jasmine used a ghost tag game for her warm-up with her students at the beginning of class.
She went over the rules and expectations and then prepared her class with a sorting game for
her main activity using “A Nightmare Before Christmas” characters. Her students were to
search for a card with a character printed on it and students had to find the matching bucket to
drop it in. Overall the students were able to find their way around the room and
paraprofessionals guided students to find the correct match.

Jared Gimbel
ASAPP
Stations and Hula Hoops

Jared’s lesson was very interesting. All his students were focused on what he was going to
present for them next. His theme included planets, stars, and outer space. He had a
commanding presence with authority from his tone of voice and was very smooth with his
personality. He was able to freely flow from rules and expectations to a fun set up of stations
with exercises. Each station had a visual for paraprofessionals to read and guide their students
through the physical activity. What I learned from his lesson was how well thought out his
lesson plan was and how comfortable he looked in front of his class. Preparation is key to know
what key points are necessary in order to collect the data needed for a student's goals. At the
end of his lesson he gave students a sticker for good behavior which left students feeling happy
and eager to share with their parents.

Nancy Cervantes
ASAPP
Stations

Nancy’s lesson had 4 spooky stations themed with the Halloween holiday. All stations had a lot
of activities that were enjoyable for all students with modifications on her visuals. They were
evenly spaced out for students to perform the exercises. The lesson was easy to follow along.
What helped the most was the visuals for paraprofessionals to assist when she was walking
around the class. Her main activity was musical hula hoops with more exercises for students to
do.
Brianna Chavez
ASAPP
Scavenger Hunt and stations

Brianna’s lesson used a spooky theme and started with stations as warm-up. Students were
split between 3 stations. Each station had a different activity such as the overhand throw,
underhand throw, and a kicking station with a task analysis visual for paraprofessionals. For her
main activity, she had a scavenger hunt where students were to find items on the list around the
room. I thought this was a very unique and effective method for students to get engaged in
physical activity. Students were excited to find the item. Once they found it they performed an
exercise with a modification as an option for students to do before moving on.

Ruben Osorio
ASAPP
Bocce and Locomotors (galloping/sliding)

In this lesson, Ruben used a fall theme to play the game of Bocce Ball. He used the idea that
students would be rolling pumpkins to get near the cones he had placed before the lesson
started. The lesson had visuals with a breakdown of how to underhand throw and provided a
practice round with partners before playing the game. The key point I noticed in his lesson was
how he demonstrated the skills for students before going out and doing any activities. For
warm-up he demonstrated the galloping and sliding locomotors and placed lines on the floor to
indicate the path students should follow.

Nivya Rakholiya
ASAPP
Catching and cup stacking

Nivya’s lesson included a cooperation game with a partner. They were to roll a ball on the floor
and break the cup stack that was placed a short distance from the poly spots they were
standing on. She placed different visuals by the stack of cups for students to choose how they
were going to stack the cups. Meanwhile, their partner was performing an exercise while
waiting for their partner to return. I thought this was a great way to promote social skills and
physical activity. At the beginning of her lesson she demonstrated how to underhand throw to a
partner and catch a ball. For modifications, she had different sized balls for students to choose
from.

Nikki Thornburg
ASAPP
Stations, Juggling, and animal movements

Nikki had a very special treat for all her students. She had a projector with a short video with
music and animal movements for her students. For warm-up she had 3 stations with balloons
for students to juggle using a hand swatter or fly swatter. I thought that was a very successful
idea as all her students found success and were engaged in the activity without knowing it.
Nikki’s lesson was overflowing with good techniques in teaching ape, she had a good presence
in front of class, calm and relaxed even when technology was not cooperating, and the music
with her lesson was like the cherry on top.

Nick, Joyce, Candelario

ASAPP
Overhand throwing and relay

In this group lesson there was a Turkey visual posted on the wall for students to throw their pool
noodles at. The turkey theme was used to get into the main activity and students were sold on
the idea. On the relay, students were to underhand throw a bean bag or a ball to a basket with
a hula hoop surrounding it. This layout helped students find success even though they did not
get the object in the basket they were able to land near or in the hula hoop.

Ruben, Nivya, Angel

ASAPP
Perceptual Motor and Bowling

The theme this group used was also a turkey and students were able to practice some
defensive skills presented by the group using a “human gauntlet.” Students were able to move
from one cone to another while others were to bypass them without being tagged. I thought that
was a very interesting method in presenting a perceptual motor and including a defensive skill at
the same time. Overall, the group had a cohesive lesson and demonstrated that collaboration
with others is a useful tool in our field.

Jana, Nikki, Jared

ASAPP
Hopping and jump rope

This lesson used a jump rope for students which is typically not an activity that most instructors
would attempt but this group took a difficult theme and made it fun for students. They made 3
groups for 3 stations with a jump rope and everyone attempted to at least jump over the rope 3
times each. The group had practiced the skill of jumping for warm up. They broke down the
skill and used a theme with animals. At the stations the instructors made progressions for
students to build confidence and jump over the jump rope. Many students found success and
were surprised that they could do it.